Springfield College School of Professional and Continuing Studies Boston campus Diagnosis and Psychopathology, MMHC 617/B1 (3 credits) January 2016 INSTRUCTOR: Dee E. Dale, CAGS, LMHC, LMFT ADDRESS: Springfield College/SHS 529 Main Street Boston, MA 02129 OFFICE PHONE: EMAIL: (781) 643-3985 ddale@springfieldcollege.edu CLASS SCHEDULE: 1/9, 2/6, 2/27, and 3/19 SATURDAYS: 9:30AM - 5:30PM REQUIRED TEXT: DSM 5 Learning Companion for Counselors. Stephanie F. Dailey, Carman S. Gill, Shannon L. Karl and Cassey A. Barrio Minton. American Counseling Association, Alexandria, VA 223043 (www.counseling.org). RECOMMENDED TEXT: DSM5™, Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, 2013, American Psychiatric Association: (www.dsm5.org.) RECOMMENDED READINGS: The Adult Learning Theory Andragogy of Malcolm Knowles: www.slideshare.net/elearningindustry/theadultlearningtheoryandragogyofmalcolmknowles COURSE DESCRIPTION: This course addresses etiology, diagnosis, and treatment, including psychopharmacology and prevention of mental and emotional disorders, and dysfunctional behavior, including addictive behaviors. Utilizing DSM 5 and the Mental Status Exam, it explores the most frequently appearing psychopathologies in our multicultural and diverse population. General principles and practices for the promotion of optimal human development and mental health will be discussed to include issues of social and economic justice. ========================================== Syllabus: Diagnosis and Psychopathology, MMHC 617 B1 COURSE OBJECTIVES: Page – 2 of 10 Administrative Insert 1, Demonstrate a working knowledge of the concepts of psychopathology leading to Bio-psychosocial assessment, diagnoses and appropriate treatment plans. 2. Demonstrate and utilize knowledge of basic classifications of commonly prescribed psychopharmacological medications and identifying effects and side effects of such medications. 3. Articulate the impact of cultural diversity, and labeling of persons with mental health disorders. 4. Identify various treatment modalities applicable to specific disorders. 5. Discuss diagnosis and psychopathology in the context of social and economic justice. 6. Explain the known etiological factors in mental health disorders. COURSE OUTCOMES: Instructor Initiated Students who successfully complete this course will be able to … 1. …comfortably apply to the required, recommended and other standard professional texts to locate, identify and explain psychopathology concepts and terms. 2. … define and apply the concepts and terms in processes of biopsychosocial assessment, diagnoses, organized treatment and status evaluation planning. 3. …recognize and apply a standard Mental Status Examination (MSE) Instrument in the Process of assessment and evaluation. 4. …understand and describe the source, history, purpose and various sections of the DSM5. 5. …reference standard pharmacology texts and the Physician’s Desk Reference (PDR) to locate and describe the basic classifications of commonly prescribed psychotropic medications; identify effects and side effects of such medications. 6. …engage with the reference resources to identify and explain conventional treatment modalities applicable to specific disorders. 7. …name and explain the source and purposes of the Standards of Cultural Competence and The relevance of cultural competence to mental status diagnosis and treatment. 8. …describe and explain issues and elements of cultural diversity that require awareness, knowledge and skills of the various ways people view and interact with disorders and disease processes. 9. …apply and justify methods of diverse assessment and treatment approaches, adjustments, diagnostic considerations and clinical labeling variations that have been approved for use to accommodate diverse populations. 10. …present an analysis of how the social justice context, attitudes and conditions may impact mental status and diagnostic practices. 11. …explain and provide examples of mental illness etiological factors. 12. …present and justify the ethics and efficacy of collaboration and consultation in the diagnostic and treatment planning processes. ---------------------------------------------Syllabus: Diagnosis and Psychopathology MMHC 617 B1 End p. 2 Page – 3 COURSE FORMAT The Adult Education (Andragogy) operational format will be used to engage students in an instructor facilitated process of setting a safe learning environment, exploring new information, designing and implementing teaching, sharing and learning modules. Students are not to report attendance issues or problems to the instructor. In the event of an absence, upon return, students are to apply to instructor for permission to submit an instructor designated “makeup” assignment. The assignment will be related to the work of the day of absence and a professional development enrichment activity. All students are required to thoroughly read every chapter and be familiar/conversant with supplemental materials assigned. Students are to report to monthly sessions ready to discuss the readings, well prepared to contribute subject related ideas, concerns or questions during the class time. Writing assignments are to be prepared before class and submitted on due dates. Written work due dates may be reasonably negotiated relevant to the extenuating circumstances, at the discretion of the instructor. Students will take responsibility for cooperatively designing and implementing a process for facilitating class dialogue. The Instructor is ultimately responsible for substantive contributions to the facilitation processes, clarifications and progress activities. The Instructor is available via email or telephone to respond to any academic relevant issues and course related technical data challenges that you may encounter Course credits are accrued for each individual’s contribution to their (instructor designated) facilitation leadership team’s process, cooperative design and implementation of dialogue plan; full engagement in class dialogues; formative evaluations; and for identifying and sharing academic enrichment resources (handouts, books, conferences and other professional enhancement references). Diverse skills and abilities are acknowledged, respected, accommodated and included. Formative Evaluation: After each class session, there will be an opportunity and credits given for substantive feedback on content, activities, performances, contributions, and adherence to college, course and class goals, regulations, guidelines and conduct. Summative Evaluations are implemented by peer review process and an important end of term course assessment online activity; please comply. ============================================== Syllabus: Diagnosis and Psychopathology MMHC 617 B1 Page – 4 COURSE OVERVIEW: Every aspect of assignments will be examined and explained in orientation session, first day of class. Thereafter, the Team Collaboration and Consultation (TCC) periods (9:30 - 11:00 a.m.) can include a review of assignments and other concerns. SESSION I: ORIENTATION and INTRODUCTIONS AGENDA 1. Instructor’s Self Introduction and Safety Interactive 2. Syllabus and Scope of the Study: Review and Dialogue 3. Communications Regulation: Debate, Dialogue Distinguishing Contract 4. Table Tents (TT): (Please be responsible; bring your TT every session) 5. College Responsibilities: Handbook; Breaks and Lunch 6. Lessons Across the Curriculum Introduction and Dialogue 7. Course Format: Adult Education and Facilitation Leadership Team Process 8. Lecturette: Theoretic Frame of Reference: Humanistic Theory and Terms Ethical Responsibility: Ethnicity and Culture in Humanistic Context Cultural Competency; Critical Social Analysis; Social Justice; Open and Affirming; Honoring Diversity: “Diversity Wheel” American Census Data; Immigration and Globalization/Neoliberalism 9. Interactives: Read, React, Dialogue re: Lecturette and Handouts. Handouts (Distribute: Read for on-going/semester lessons and dialogue) Peggy McIntosh Article Diversity Handouts (“Isms;” “Alphabet;” “ Credo;” “ Scardy Chicken etc.) 10.Pre-Class Assignment Dialogue: Text Introduction, Chapters 1 and 2 Personal Reactions/Responses Submit papers. 11. Homework Assignment for Session II TEAM ASSIGNMENTS: (Instructor designated; Students name) Team I: Chapters 3, 4, 5 and 6 12. Comments; Concerns, Observatons, Questions, Formative Evaulation ================================================ Syllabus: Diagnosis and Psychopathology MMHC 617 B1 Page – 5 of 10 Note: The content and structure of this syllabus are subject to chages based on the availability of significant contemporary scholarship information or other course enhancement resources. Students receive extra credit points for introducing and sharing resources and materials relevant to course topics, events, activities. Student have the responsibility to express concerns and negotiate adjustments to course content and activities. Pursuant to College policies, course goals and objectives, at the instructor’s discretion, all additions, negotiations, or adjustments will be fairly considered and incorporated where feasible. SESSION II: TEAM I Facilitates Chapters Dialogue: (Chapters 3, 4, 5, and 6) PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.) Leadership Teams 1 and 2 Facilitate today. PART 2: Instructor: Orientation Review Safety; Assignments Dialogue/student Questions, Concerns, Comments, Observations Diversity Lessons Continued: Alphabet; Pledge and Dialogue Written Work, Format and Ratings Information (Structure and Content) PART 3: 1.5 hours Time Slot Team I Leadership Team I: Dialogue Session Topics : Chapters 3, 4, 5 and 6. Disorders: Precise and Related Diagnostic Information Chapters: 3. Depressive , 4. Bipolar, 5. Anxiety, 6. Obsessive Compulsive PART 4: Assessment of Team/Critical Feedback; Formative Eval: Lesson/Class. PART 5: Instructor Facilitates Review and Continuation of General Lesson ====================================================== SESSION III TEAM II (Chapters 7, 8, 9, 10) PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.) PART 2: Instructor/Housekeeping Duties and Any Orientation Review needed. PART 3: 1.5 hours Time Slot Team II Leadership Team II: Diaglogue Session Topics: Chapters: 7, 8, 9, and 10. 7. Trauma and Stressor Related Disorders 8. Gender Dysphoria, 9. Substance Related and Additions 10. Disruptive, Impulsive Control, PART 4: Assessment of Team/Critical Feedback; Formative Eval. Lesson/Class. ===================================================== Syllabus: Diagnosis and Psychopathology MMHC 617 B1 Page – 6 SESSION III TEAM III (Chapters 11, 12, 13, 14) PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.) PART 2: Instructor/Housekeeping Duties and Any Orientation Review needed. Lesson (An across the Curriculum topic focused ) PART 3: TEAM III Chapters: 11, 12, 13, and 14 11. Specific Behavioral Disruptions 12. Neurodevelopmental and Neurocognitive Disorders, 13. Schizophrenia Spectrum and Psychotic Disorders, 14. Dissociative Disorders PART 4: Assessment and Critical Feedback; Formative Eval. Lesson and Class. ========================================================== SESSION IV Class and Instructor Facilitated (Chapters 15, 16, and 17) PART 1: Team Collaboration and Consultation Period (9:30 a.m. – 11:00 p.m.) Finalizing Reports: All Team Reports due --Today-PART 2: Instructor/Housekeeping Duties; Assignment Completion Business. PART 3: Instructor and Class Lead Activities: Reading Review Exercise Each class member is to have one (1) item prepared (written out) for each chapter (15, 16, 17) as a reading review quiz of these three chapters. Indicate page source of information. E-mail your items to instructor two weeks before the class. A written exercise will be coordinated by instructor. It will be graded, discussed and collected in class. Chapters 15. Somatic Symptoms and Related Disorders, 16. Looking Ahead: Personality Disorders, 17. Practical Implications for Counselors PART 4: Assessment of Cooperative Reading Review Activity Critical Feedback; Formative Eval. Lesson/Class. PART 5: Course Goals and Objectives Review Oral Summative Evaluations (PLUSES and WISHES) Instructor: Dee E. Dale Reminder: On-Line Summative Evaluation Time ========================================================= Syllabus: Diagnosis and Psychopathology MMHC 617 B1 Page – 7 ASSIGNMENTS ASSIGNMENT #1: Pre-class Assignment 15% of Course Grade See/Request Handout: Details to be discussed in class. ASSIGNMENT #2: Term Paper (See instructions on separate handout) Due date: In hand or post marked by 3rd Session. A Psychopathology Topic with Case Study: 25% of Course Grade ASSIGNMENT #3: Facilitation Leadership Team: Coordination, Session Planning and Implementation. Integrated facilitation format: Each member must be familiar with every member’s segment and content of leadership responsibilities. A cooperative preparation effort is required and will be graded. Open communication is essential. The first segments (9:30-11: 00) of each of two class sessions will be devoted to team coordination, collaboration, and consultation with Instructor (TCC). The facilitated session is to be planned for two hours, including dialogue and formative feedback. The Instructor is your consultant and will be available during TCC. 25% of Course Grade ASSIGNMENT #4: Team Peer Evaluation and Team Process Report See handout forms: Both Blue: Instructions affixed. 15% of Course Grade ASSIGNMENT #5: Class Participation: (Instructor lead lessons; Team Process) 20% of Course Grade INFORMATION and GUIDELINES for SUCCESS NOTICE: The syllabus is a binding agreement between the Instructor and the students in the course. After distribution of the syllabus; changes to the syllabus must be (1) explained, discussed and agreed to by all parties without coercion, (2) distributed in writing, (3) distributed to all course participants. Pursuant to the adragogical (Adult Education) format and based on the Instructor’s discretion, the content and order of this syllabus is subject to alterations or augmentations relevant to enhancing the learning process, accommodating student interests and requests, the availability of revised, field to topic significant course supplements. The above stated College policy and procedure will be honored and applied. Syllabus: Diagnosis and Psychopatholgy MMHC 617 B1 Page – 8 INSTRUCTOR’S ATTENDANCE/CLASS ABSENCE POLICY 1. Class begins promptly at 9:30 a.m. and ends at 5:30 p.m. 2. Attendance will be taken during the class in the morning. 3. Two absences will result in a final course grade of “F.” Students cannot be absent for more than 25% of the number of class sessions within a course (e.g., one absence in a course that meets four times). All absences must involve legitimate reasons, such as health problems, family emergencies, or unexpected employment related duties. Exceeding the number of absences during a course, results in an “F” for the course if the student has not submitted a written request for a course withdrawal or a leave of absence for the term. Eligibility for a course withdrawal or a leave of absence is possible only within the time limitations established by the School’s Leave of Absence Policy and Withdrawal Policy. Requests for withdrawals or leaves of absence beyond the time limitations must be submitted in writing to the Dean of the School. The student should inform the instructor in advance of an anticipated absence. In the event that this is not possible, it is the student’s responsibility to communicate with the course instructor no later than three days after the absence has occurred. (Please see student handbook for complete policy.) INCOMPLETE POLICY All assignments are expected on the date assigned in this syllabus. Failure to complete assignments in a timely manner will be considered as an early warning signal that a student is having trouble completing the course for a passing grade. Incompletes will be given only for excused, documented emergency situations. (See Student Handbook). CHEATING AND PLAGIARISM: Plagiarism is a term used when discussion of academic dishonesty arises. Simply, plagiarism means using someone else’s material without acknowledgment. To avoid plagiarizing, students must be careful when quoting or citing from materials, paraphrasing from other’s work, or submitting work prepared in whole or part by someone else without properly crediting the author(s). Academic dishonesty can also occur by misrepresenting or misusing the Springfield College affiliation in assignments, projects, and internships, pre-practical, practical or other field placements, or in misrepresenting course requirements to other students, submission of fictitious materials for the portfolio or in assignments, or misusing a position of authority in pre-practical, Syllabus: Diagnosis and Psychopatholgy MMHC 617 B1 Page – 9 practical internships, or other field placements. Faculty members are expected to report all instances of alleged academic dishonesty to the Campus Director. (See Student Handbook) NOTE: Each student in the course is responsible for all SPCS academic policies and college policies as found in the School of Professional and Continuing Studies Student Handbook. SPECIAL SERVICES: Springfield College and the School of Professional and Continuing Studies are committed to providing an equal educational opportunity for all students. Any student who requires a reasonable accommodation to meet the requirements of this course is encouraged to notify the instructor as soon as possible. Reasonable services and accommodations are provided for students with physical, psychological, and learning disabilities based on need. The disability must be documented with appropriate evaluations administered by qualified professionals. This documentation must be on file with Assistant Dean (James R. Whitley) 617-242-3361, ext. 225, campus designee for the SPCS Office of Student Support Services. The syllabus is a binding agreement between the faculty member and the students in the course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties CRITERIA FOR ASSESSING FORMAL WRITING ASSIGNMENTS 1. CLARITY OF EXPRESSION: The writer expresses ideas in a natural voice that permits a smooth reading and clear communication of ideas. The ideas are written so they can be understood easily, and the reader does not have to struggle to understand what the writer is saying. 2. LOGICAL ORGANIZATION OF IDEAS: Most college papers require an introductory paragraph (or two) that grabs the reader’s attention, makes the reader want to continue reading, and gives the reader some idea of what the paper is about. The main idea of the paper does not have to be stated in the opening sentence or even in the opening paragraph, but it should be clear before the end of the essay. What’s important is that the reader has a sense of the writer’s direction throughout the essay and that each paragraph should flow logically into the next. 3. ELABORATION AND DETAIL: The writer needs to develop the ideas of the essay fully and provide adequate supporting detail. Details can include examples, allusions, statistics, quotations, paraphrases, summaries, and more. Has the writer answered questions such as “what,” “what if,” “why not,” “how,” “how come”? Syllabus: Diagnosis and Psychopatholgy MMHC 617 B1 Page – 10 4. CRITICAL THINKING: The writer needs to demonstrate the ability to analyze a subject from different perspectives, identify what’s at stake in each of these perspectives, and connect his or her conclusions to the central theme of the paper. It is not enough to present supportive examples without making clear the significance of these examples and how they advance the point the writer is trying to make. 5. EFFECTIVE USE OF RESEARCH TECHNIQUES WHERE APPROPRIATE: The writer needs to select appropriate material from references to support ideas, use a variety of references, integrate the source material smoothly into the flow of the paper, and demonstrate consistent and correct use of the APA documentation style. 6. EFFECTIVE USE OF LANGUAGE AND DICTION: The writer should use vocabulary that is suitable to the subject and the audience. Are the words used accurately and effectively? 6. MECHANICS AND USAGE: Mechanics include the standard conventions of spelling, capitalization, punctuation, and correct paragraph indentation. Usage involves issues of verb tenses, apostrophes, subject verb agreement, noun pronoun agreement, run-on sentences, sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that do not interfere with the reading of a text may be considered acceptable. Page 10 of 10 END of SYLLABUS: Diagnosis and Psychopathology MMHC 617 B1 See Instructor for all related Handouts. Available at First Class Session. ==================================END SYLLABUS